Framework for contextualized learning ecosystems

Proceedings of: 6th European Conference of Technology Enhanced Learning, EC-TEL 2011, Palermo, Italy, September 20-23, 2011Using mobile personal devices to interact with pervasive smart learning objects and services that create contextualized learning ecosystems can enhance both the learning outcomes and the motivational states of students. This paper defines and analyzes several pervasive learning ecosystems in which students at the Carlos III University of Madrid interact with contextualized learning objects and services. The technology defining the contextualized learning environments is first introduced and later used in two user experiments. These experiments provide data both about the learning outcomes for students after interacting with smart learning objects and services and about the motivational impact that the use of these technologies have on themThe research leading to these results has been partially funded by the ARTEMISA project TIN2009-14378-C02-02 within the Spanish "Plan Nacional de I+D+I", the Madrid regional community projects S2009/TIC-1650 and CCG10-UC3M/TIC-4992 and the SOLITE CYTED Program 508AC0341. Thanks to INNOVISION for providing the NFC tags for this experiment. Gustavo Ramirez- Gonzalez is funded by the EU Programme Alban, scholarship number E06D101768CO and by the Universidad del Cauca

OntoMathPROOntoMath^{PRO} Ontology: A Linked Data Hub for Mathematics

In this paper, we present an ontology of mathematical knowledge concepts that covers a wide range of the fields of mathematics and introduces a balanced representation between comprehensive and sensible models. We demonstrate the applications of this representation in information extraction, semantic search, and education. We argue that the ontology can be a core of future integration of math-aware data sets in the Web of Data and, therefore, provide mappings onto relevant datasets, such as DBpedia and ScienceWISE.Comment: 15 pages, 6 images, 1 table, Knowledge Engineering and the Semantic Web - 5th International Conferenc

Strengthening Web Based Learning through Software Quality Analysis

The Web is changing the way people access & exchange information. Specifically in the teaching & learning environment, we are witnessing that the traditional model of presence based magisterial classes is shifting towards Web Based Learning. This new model draws on remote access systems, knowledge sharing, and student mobility. In this context, pedagogical strategies are also changing, and for instance, Project- Based Learning (PBL) is seen as a potential driver for growth and development in this arena. This study is focused on a PBL oriented course with a Distributed Remote ACcess (DRAC) system. The objective is to analyze how quantitative methods can be leveraged to design and evaluate automatic diagnosis and feedback tools to assist students on quality-related pedagogical issues in DRAC enabled PBL courses. Main conclusions derived from this study are correlation-based and reveal that the development of automatic quality assessment and feedback requires further research

Problem-based learning supported by semantic techniques

Problem-based learning has been applied over the last three decades to a diverse range of learning environments. In this educational approach, different problems are posed to the learners so that they can develop different solutions while learning about the problem domain. When applied to conceptual modelling, and particularly to Qualitative Reasoning, the solutions to problems are models that represent the behaviour of a dynamic system. The learner?s task then is to bridge the gap between their initial model, as their first attempt to represent the system, and the target models that provide solutions to that problem. We propose the use of semantic technologies and resources to help in bridging that gap by providing links to terminology and formal definitions, and matching techniques to allow learners to benefit from existing models

Using Enterprise Education to Prepare Healthcare Professional Graduates for the Real-world

Objectives: Every year, HEIs around the world provide an increasing number of graduates with professional degrees in various areas of healthcare including for example medicine, pharmacy, dentistry and podiatry. In most cases, these graduates will get the opportunity to develop a range of generic transferable skills during their HE. Yet, many of these become self-employed or responsible for managing a business, but are not always exposed to curricula that develop their awareness of the concepts of enterprise and entrepreneurship and their role in developing economies and societies, and, thus, do not have the necessary range of enterprise skills that they will need in the real-world, whether employed or self-employed. This paper investigates the extent to which Enterprise Education (EE) is applied at professional health schools at HEIs to develop graduates’ ‘soft’ and ‘functional’ enterprise skills, and how effective the process of delivering this education is. Prior work: Previous literature mainly deals with the application of EE through business and management schools, rather than professional ones. Yet, there is a call for researching EE and skills with more focus on exploring the methods and objectives of specific disciplines. At the same time, research investigating learning in professional degrees focuses almost entirely on the development of technical skills related to the discipline, without a general perspective on developing a wider range of enterprise skills. Approach: The study draws on a qualitative research study in the pharmacy education context. Personal interviews with pharmacy employers and academics were carried out, and thematic analysis was applied to identify themes and codes. Results: Despite that experiential and interactive learning approaches, which can support the development of graduates’ enterprise skills, are applied quite often at pharmacy schools, the application of these approaches is focused on discipline-related material and, therefore, can only support the development of graduates’ ‘soft’ enterprise skills. However, there appears to be resistance against developing graduates’ ‘functional’ enterprise skills in pharmacy disciplines, especially in light of the lack of awareness of the concept of EE among academics. The study offers some possible opportunities/propositions that could facilitate the development of more enterprising healthcare graduates, while highlighting the importance of raising the awareness of academics in this regard and embedding EE as part of schools’ philosophies. Implication: This study should help professional health schools at HEIs decide more accurately on how to develop their graduates’ ‘soft’ and ‘functional’ enterprise skills, and address the needs of the real-world. Value: This study directs the attention of HEIs to support developing professional graduates who are ready for the real-world, and who can support the growth and success of any organisation whether employed or self-employed